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CORE WORD: Near For Educators, Related Service Providers and Parents

PRESUMING COMPETENCE The act and practice of Presuming Competence has been referred to as the least dangerous assumption, (Anne Donnellan, 1984) and applying this ‘mindset’ may be highly beneficial when selecting and implementing an AAC system for the individuals with whom we work. As parents, educators, therapists, and others, we all want our students to be able to say, ‘whatever they want, however they want, whenever they want,’ and once a student is exposed to and provided with a robust communication system it can provide them with opportunities to learn and use a rich core and fringe vocabulary to express themselves using a wide array of communication functions. Communication is a human right and we are in a position to open up their access to words that have power. When we Presume Competence, we believe everyone can learn.

WAYS WE CAN USE THE WORD

DESCRIBE: (e.g., My bag is near the door. It’s near and dear to my heart.)

ASK QUESTIONS: (e.g., Is it near your house? Is your talker near you?)

COMMENT: (e.g., It’s nowhere near that bad. You’re near the end!)

REQUEST: (e.g., Can you put it near my desk? Grab the pencil near you.)

ROUTINES AND SCHEDULES

Snack/mealtimes: Adults can model the core word using Aided Language Stimulation during snack and mealtimes by describing and asking questions (e.g., Who are you sitting near today? We are near the end of snack time. I can throw that away, I’m near the trash can. Don’t let any bugs near your lunch!)

Students can practice the core word to describe what items or students are near, with scaffolding and support (e.g., Near friend. Food is near me.)

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Circle: Students can use the core word near to describe the students they typically sit by during circle time and who is near them. Students can also describe what is near them in their spot during circle time.

Adults can assign a question of the day/week for circle time and have students prepare an answer to share that would feature the core word, near. Then students can present their answers in circle share time.

Students could be asked to prepare an answer to questions using the core word such as:

● Is there a place you like to go that’s near your house? ● How do you feel when the weekend is near? ● What animal would you never want to be near?

Activity Centers: Adults can model and facilitate use of the core word during activity centers by asking questions or describing. For example, adults can use phrases (with their voice and a device/AAC system), such as: Do you see a pencil near me? Let’s sit near the door today. I want you so sit near me.

PLAY

Toys and Games: Students and adults can use the core word near to describe what toy or game they want and its location (e.g., Is that near the ball bag? Is it near your desk? Can you put that near the board games?) Adults can also use the core word to describe where the student can use the toy or game (e.g., You can play near the front of the room.)

Adults can have students try to figure out what game they are playing by giving clues to its location using the core word (e.g., The game I’m thinking of is near the stuffed puppy dog toy.)

During game play, the adults can continue modeling the core word in different contexts. For example, the adult can model and facilitate use of the core word using such phrases, such as: We are near the end of the game! I’m near the finish line! I’m going to put this near your toy! I want to sit near the door.

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Imaginative play: If students are engaging in imaginative role playing, adults can support use of the core word by helping students to describe the routines and activities involved in their imaginative play. Adults can do this by using phrases such as: Let’s put the plate near the cup. Did we leave our food near the kitchen? Who should I sit near?

Recess: Adults can give students reminders about where to line up before and after recess while modeling the core word, near (e.g., Remember to line up near the door first. Remember to stay near the playground when at recess.). Adults can also let students know where they will be during recess (e.g., If you need me, I’ll be near the swings. I’ll be near the classroom.)

Older Students

Board Games/Card Games: Adults and students can practice the core word while playing card games or board games. Adults can model the core word during game play (e.g., Put your card near mine. Do I put it near the red spot? Is it near the end? Do you remember if that card was near here?). Adults can also prompt students to use the core word during game play.

Memory Game: Adults can put various objects in front of a student and ask the student to try and remember what objects are in front of them. Then, students can close their eyes and the adult will remove an object. Adults can then ask students questions using the core word (e.g., I took something that was near the toy car.).

READING

Here are some suggested books on YouTube that can assist in teaching the core word:

Tomorrow Is Near But Today Is Here by Asaf Rozanes, courtesy of Enjoy Reading With Me YouTube Channel

https://www.youtube.com/watch?v=fQv4SphJrjc

Near or Far, Where’s Eddie? By Daniel Nunn, courtesy of Flying Kids vibgyor YouTube Channel

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https://www.youtube.com/watch?v=M7i0lmwNubY

The Sun Our Nearest Star by Franklyn M. Branley, courtesy of KnowAtom YouTube Channel

https://www.youtube.com/watch?v=gbVwReUs6so

Near and Far by Luana Mitten and Meg Greve, courtesy of Storytime YouTube Channel

https://www.youtube.com/watch?v=TRtj2uVsly0

Guinea Pigs Far and Near by Kate Duke, courtesy of Trumpsky and Mrs. Small YouTube Channel

https://www.youtube.com/watch?v=dro3ptpqZrw

SOCIAL INTERACTIONS AND VIDEO MODELING

Bear Hunt: Adults can set up a bear hunt for students to complete together, hiding a toy bear somewhere in the classroom, and providing interesting objects to help students on their hunt: maps, magnifying glass, binoculars, etc. Adults can give hints using the core word and the toy bear's location (e.g., No, it’s not near the board. You're near the bear now!)

Find The Nearest Person Game: Students can work in a group to follow prompts provided by the adult using the core word, near. Adults can give directions to the students that require them to look at their peers and find who near them matches the instruction. For example, adults can say prompts such as: Find someone near you who is wearing red! Then students can look around them to find a person matching the description and pair up near them. Students can also use the core word in a sentence to describe the action they just took using the core word.

Video Modeling:

Sesame Street: Grover Shows Near and Far, courtesy of Sesame Street YouTube Channel https://www.youtube.com/watch?v=5yaXHgXD2Oo

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Near and Far, courtesy of Teach for Life YouTube Channel (Video examples on how to teach near and far): https://www.youtube.com/watch?v=7AyWWIbLtrI

SENSORY MOTOR

Stickers/Stamps: Students can use stamps or stickers to place different designs on a coloring page. Adults can use the core word to describe where the student places the designs or to instruct the student as to where to place a stamp/sticker (e.g. Put it near the star! Put that sticker near the dog sticker!)

Sensory Bin: Adults can use a sensory bin while teaching the core word to students. Adults can gather various small toys to be placed into the sensory bin. Adults can give students instructions or make comments using the core word regarding where to put the toys the students find inside the sensory bin (e.g., You found a toy, put it near the other one you found! Put that one near the end of the table.)

VIDEOS, MUSIC, ANIMATED SHORTS

Near and Far - Where Is It Song, courtesy of Banyan Global Learning YouTube Channel

https://www.youtube.com/watch?v=ZcOg7m6J1EM

Learn Opposite Words Far - Near Animated Cartoon, courtesy of Baby Nursery Tuti YouTube Channel

https://www.youtube.com/watch?v=067pCdHUL_Y

S&HF: Puppets Teach Near & Far, courtesy of Stanley and His Friends YouTube Channel

https://www.youtube.com/watch?v=7zkhkWcMQYE

STRUCTURED ACTIVITIES

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I Spy: Adults and students can play the game; I Spy to facilitate use of the core word. When it is someone's turn, they can search around the room for something and keep it in their mind. Then, they can give a clue to the other players. Other players will have to guess what item the person has in their mind. The clue should include use of the core word (e.g., I spy with my little eye, something that is red and near the back door.).

Spot The Difference: Adults and students can use spot the difference pictures to facilitate use of the core word. Students can look at two similar photos and find all the ways they are different. The activity can be done in person or virtually. The core word can be used when giving the students hints on where the difference is or students can use the core word to tell an adult where a difference is in the picture.

Worksheets: Adults can find or create worksheets for students, identifying things that are near or in distance.

Adults can explicitly teach the core word, near, what it means, ways we can use the word, and have a discussion. For part of the lesson, adults can lead a Chart Writing activity which can be adapted for distance learning. Students can help

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the adult fill in what the word “near” means or fill in sentences that use the core word.

Chart Writing

The classroom is near the _______________.

My shoes are near the ___________.

I sit near _________.

I like to eat near the ______.

Near and Dear: Students can bring in photos from home or print out photos of things they love and glue them to a poster or worksheet like the one below, all the things near and dear to them

Take A Picture: Adults can create a game that requires students to take pictures. For example, adults could create a list of items they want the student to take a picture of, like a photographic scavenger hunt. Adults can give the instructions with the core word, near, in each instruction (e.g., Take a picture of something near your desk. Take a photo of something near your backpack. Take a photo near the lunch tables.). Adults can assist students in describing all

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the items they had to take a picture of, using the core word (e.g., First, I had to take a picture near the music class.).

ART OR SCIENCE ACTIVITIES

Students can create their own landscape watercolor painting using concepts of here, near, and far. (Activity and image courtesy of Deep Space Sparkle YouTube Channel). https://www.youtube.com/watch?v=LRhcfmBavWQ

USE OF APPS OR OTHER TECHNOLOGY

MyPlayHome App: This paid app ($3.99) can be used to explore a virtual neighborhood with different characters. Throughout the game, the characters can perform different actions and explore places such as a home, school, grocery store, etc. If playing the app through distance learning, adults can have students give instructions on what actions the adults should make during gameplay. Adults can prompt students to focus on using the core word while giving the adult instructions. Adults can model the core word and comment on what the student is doing while they use the app, too (e.g., Should I put him near the swings?)

Bookcreator.com Website - The student can create or retell a story on Bookcreator. Bookcreator is a great tool that allows you to customize a digital book or comic book, adding your own text, pictures, voice recording.

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Bookcreator allows for 40 books to be created for free. There are options for customizing the color of the pages, the font and font size, the layout, and much more. Adults can work with students to create their own story or retell a personal narrative that can focus on the core word, near. Additionally, adults can create their own story focusing on the core word and discuss the core word with the student.

WORD WALL: Create a WordWall and add ‘near’ to the list.

READING and the Word Wall: Sound out the letters together. Have the students find the word on the AAC system.

WRITING and the Word Wall: Using a pencil or alternative pencil, have students try to type the word on the keyboard or write the word together.

Choosing Words for the Classroom Word Wall with Dr Caroline Musselwhite Video Courtesy of Edmonton Regional Learning Consortium

For specific questions or more ideas regarding this core word Activity Sheet, please contact Andriana Nikolau @ andriananikolau@gmail.com. Andriana is a second-year graduate student specializing in Augmentative and Alternative Communication at San Francisco State University.

Thank you!

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CORE WORD: Far

For Educators, Related Service Providers and Parents

PRESUMING COMPETENCE

The act and practice of Presuming Competence has been referred to as the least dangerous assumption, (Anne Donnellan, 1984) and applying this ‘mindset’ may be highly beneficial when selecting and implementing an AAC system for the individuals with whom we work. As parents, educators, therapists, and others, we all want our students to be able to say, ‘whatever they want, however they want, whenever they want,’ and once a student is exposed to and provided with a robust communication system it can provide them with opportunities to learn and use a rich core and fringe vocabulary to express themselves using a wide array of communication functions. Communication is a human right and we are in a position to open up their access to words that have power. When we Presume Competence, we believe everyone can learn.

WAYS WE CAN USE THE WORD

DESCRIBE: (e.g., It’s really far away! We haven’t found anything so far.)

ASK QUESTIONS: (e.g., How far is it?)

COMMENT: (e.g., Wow, you walked far! This has gone far enough.)

GET HELP: (e.g., My device is too far.)

ROUTINES AND SCHEDULES

Snack/mealtimes: Adults can model the core word during snack or mealtime by exaggerating their body placement or where they place a food item. For example, they can sit an exaggerated distance away from the student and use phrases such as: I’m so far away! I sat far away!

Circle: Adults can ask students to sit far away from each other when they first come to the circle and can be silly while modeling the core word.

Adults can discuss with students how far into the school year they are now or how far they are from the weekend.

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PLAY

Toys and Games: Students can throw or roll items such as bean bags or balls outside. Adults can facilitate use of the core word, far, using phrases such as: how far can you throw? How far will it go? Look at how far it went!

Students can throw items into a hoop, box, or basket and comment as to how far away they were.

Adults can place a toy or game far away from a student or out of reach to create a context for use of the core word. Adults can model the core word or prompt students to use the core word (e.g., The toy is so far, the game is too far, I put it far away.).

Recess: Adults can model and facilitate use of the core word by having students run, walk, or move as far as they can to specific places. Adults could ask, “Can you run as far as the basketball court?

Basketball: Students can try to shoot a basketball from far away and see if they can make it in the basket! Adults can model and facilitate use of the core word during the activity.

Baseball/Kickball: Students can practice the core word by seeing how far they can hit or kick the ball.

READING

Here are some suggested books on YouTube that can assist in teaching the core word:

So Far Up by Susanne Strasser, courtesy of Daycare Team YouTube Channel

https://www.youtube.com/watch?v=stARfpHHVEo

We Travel So Far by Laura Knowles, courtesy of Graydon Cress

https://www.youtube.com/watch?v=tJErfLF5ok4

The Pout-Pout Fish Far, Far From Home by Deborah Diesen, courtesy of Storytime Bunnies YouTube Channel

https://www.youtube.com/watch?v=iVBj_2BxCg0

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Far From Home by Sue Pickford, courtesy of Miss T’s First Grade Fun YouTube Channel

https://www.youtube.com/watch?v=xJ6uVh4Jbhg

Lejos Far by Juan Felipe Herrara and Blanca Gomez, courtesy of Ed & Nancy Hanenburg Children’s Advocacy Center YouTube Channel

https://www.youtube.com/watch?v=1ulhRP45eDg

So Far From The Sea by Eve Bunting, courtesy of Velia Cortalano YouTube Channel

https://www.youtube.com/watch?v=1ulhRP45eDg

From Far Away by Robert Munsch, courtesy of The Bookworms YouTube Channel

https://www.youtube.com/watch?v=ifBmWED2Vu0

SOCIAL INTERACTIONS AND VIDEO MODELING

Pair Share: Students can get into pairs or small groups and talk about a time they went somewhere very far.

Far Away Worksheet: Adults can create a worksheet where students work in pairs to decide what object is the farthest away. Adults can model and facilitate use of the core word, ‘far’ while explaining and discussing the activity. Students can practice using the core word during the activity.

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SENSORY MOTOR

Bubbles: Students and adults can play with bubbles and see how far they will float and fly around. Students can also try to blow the bubbles in the air and try to get them as far across the room as they can before they pop.

Slide: Students can take a sensory break by rolling different objects/toys on a slide. Adults can facilitate use of the core word by commenting and asking about how far the object will go when the student releases it down the slide.

VIDEOS, MUSIC, ANIMATED SHORTS

Animated Shorts

Motorbike, by Mechanical Apple/Disney: A young person on a motorbike travels far to meet a friend. Students can discuss the events that happen along the way.

https://www.youtube.com/watch?v=eAKy8j-nPnc

Catch it, by Esma 2015: A group of meerkats faces off against a vulture to protect a precious fruit. Discuss how the animals run far, jump far, fly far, etc.

https://www.youtube.com/watch?v=c88QE6yGhfM

Music

How Far I’ll Go, Auli’i Cravalho

https://www.youtube.com/watch?v=pnZbiKKydWU

Near and Far Song, Sesame Street

https://www.youtube.com/watch?v=ZjcXOf77idY

Music for Older Students

All I Know So Far Pink

https://www.youtube.com/watch?v=Xuy-V_3V-4g

So Far Away, Martin Garrix and David Guetta,

https://www.youtube.com/watch?v=AEHGw7qc9Lk

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Far Away, Nickelback

https://www.youtube.com/watch?v=j4y-RzVGrHg

I Ran (So Far Away), Flock of Seagulls

https://www.youtube.com/watch?v=iIpfWORQWhU

STRUCTURED ACTIVITIES

Discussion: Adults can explicitly teach the word “far”, what it means, and have a discussion. For part of the discussion, adults can lead a Chart Writing activity which can be adapted for distance learning. Students can help the adult fill in sentences that include the core word.

Predictable Chart Writing

I think ____________ is far.

I can ____________ far.

The ____________ is far away.

Paper Airplanes: Adults can teach students how to form their own paper airplanes. Once the airplanes are complete, students can try to throw their airplanes or fly/float them as far as they can.

Water Balloon Toss: Adults and students can have a water balloon toss and see how far they can get before the balloon pops.

Far From Home/Virtual Field Trip: Adults and students can generate a list of virtual travel locations to visit. Which one is very far away? Which is not far at all? After visiting selected site or sites, students can use predictable chart writing to record what they saw:

Far from home, I saw ____________.

Possible Virtual Field Trip Sites

San Diego Zoo

Monterey Bay Aquarium

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Interactive Solar System

Louvre Museum

Statue of Liberty

ART OR SCIENCE ACTIVITIES

Solar System Model: Students can create their own model solar system to show how far apart the planets in the solar system are from Earth and the Sun. (Picture courtesy of Hahn Vincent.)

Fun With Physics: Students can investigate laws of physics by creating different sized ramps to roll objects down to see that the higher the ramp, the farther an object will roll. See how far an object will roll with each ramp size.

Virtual Safari: Explore different types of animals that live in faraway places, in different environments.

Film Canister Rocket: Create a simple mini rocket from a film canister that will shoot into the air. See how far into the sky the rocket flies. (Activity courtesy of

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sciencefun.org ~ instructions can be found in the following link: https://www.sciencefun.org/kidszone/experiments/easy-film-canister-rocket/)

USE OF APPS OR OTHER TECHNOLOGY

Pictello: Using paid app Pictello (or any other story generating app, google slides, PowerPoint, etc.) create a personalized story for the student(s). Adults can take pictures or find pictures online to personalize the book for the student(s). Adults and students can write a personal narrative about a time the student(s) traveled far away or they can create their own story about a character who has to go on a journey that’s far away. On each page, a sentence using the core word can be featured. If possible, include the icon sequence for “far” to make modeling easier for all communication partners, and so the student can visually see their systems representation of far in their story! Read the story with the students.

Google Slides: Google slides is a great, free tool to create activities that can also be used for distance learning. Adults can create a slideshow showing pictures of items that are far away from one another. Or adults and students can drag pictures on the slide far away from one another.

Adults can help students write the core word, far, on each slide in different types of sentences.

Adults could also make a slideshow about different faraway places.

Google Earth: Adults can explore Google Earth with students to pretend to go to places far across the globe.

WORD WALL: Create a WordWall and add ‘far’ to the list.

READING and the Word Wall: Sound out the letters together. Have the students find the word on the AAC system.

WRITING and the Word Wall: Using a pencil or alternative pencil, have students try to type the word on the keyboard or write the word together.

Choosing Words for the Classroom Word Wall with Dr Caroline Musselwhite Video Courtesy of Edmonton Regional Learning Consortium

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For specific questions or more ideas regarding this core word Activity Sheet, please contact Liz @ lizcambra@gmail.com and Andriana @ andriananikolau@gmail.com. Liz and Andriana are M.S. candidates in speech-language pathology, specializing in AAC, at San Francisco State University. Thank you!

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CORE WORD: Long

For Educators, Related Service Providers and Parents

PRESUMING COMPETENCE

The act and practice of Presuming Competence has been referred to as the least dangerous assumption, (Anne Donnellan, 1984) and applying this ‘mindset’ may be highly beneficial when selecting and implementing an AAC system for the individuals with whom we work. As parents, educators, therapists, and others, we all want our students to be able to say, ‘whatever they want, however they want, whenever they want,’ and once a student is exposed to and provided with a robust communication system it can provide them with opportunities to learn and use a rich core and fringe vocabulary to express themselves using a wide array of communication functions. Communication is a human right and we are in a position to open up their access to words that have power. When we Presume Competence, we believe everyone can learn.

WAYS WE CAN USE THE WORD

COMMENT: (e.g., this is taking long)

ASK A QUESTION: (e.g., is this too long?)

COMPLEMENT: (e.g., your hair is so beautiful and long)

NEGATE: (e.g., it is not long)

ROUTINES AND SCHEDULES

Circle: Students can bring something long from home or in the classroom to share during show and tell.

Recess: During recess, students can throw or kick a ball a long way away. Students and adults can comment saying “wow that was a long kick.” Students can also direct others to throw or kick the ball long.

PLAY

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During imaginative play, students can pretend to be hair stylists and pretend to trim each other's hair so it stays long.

READING

Here are some suggested books on YouTube that can assist in teaching the core word:

The Little Engine that Could by Watty Piper, courtesy of Storytime with Miss Jeannie: https://www.youtube.com/watch?v=_2EhWYGbi5o

This book is about the little engine that had to carry toys a long, long way. The little engine had to get up and down many hills and there was doubt that the little engine could get to where he needed to go!

Along a long road by Frank Viva, courtesy of Miss Guinon ESL: https://www.youtube.com/watch?v=RbUmW0SZSvE

This book is about a man who bikes along a long road. What will happen as he bikes?

Fossils Tell of Long Ago by Aliki, courtesy of Rebekah Wall: https://www.youtube.com/watch?v=yOdBTqHhIL8

This book talks about fossils and how they are made. It gives many details about different kinds of fossils and how they are created a long time ago.

Long Shot by Chris Paul, courtesy of Happy Cultivated: https://www.youtube.com/watch?v=GRhqy1ATpmI

This book is written by NBA All-Star Chris Paul. Chris wrote a book about Michael Jordan and how he will eventually pass to Chris Paul. It’s a long shot, but Chris works hard to make his NBA dream a reality.

SOCIAL INTERACTIONS AND VIDEO MODELING

While students are waiting in line after recess or to wash hands they can comment to each other that it is taking a long time.

SENSORY MOTOR

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Students can go down a long slide or hang from the monkey bars for a long time to pair a sensory motor component to the meaning of this new word.

VIDEOS, MUSIC, ANIMATED SHORTS

Long, Short opposites song by Dream English Kids, courtesy of Dream English Kids: https://www.youtube.com/watch?v=pe7nVxkqSmI

Long and Short by Harry the Bunny, courtesy of BabyFirst Learn Colors, ABCs, Rhymes & More: https://www.youtube.com/watch?v=8zEBPr_x-ig

Lava by Disney Music, courtesy of DisneyMusicVevo: https://www.youtube.com/watch?v=uh4dTLJ9q9o

Eat and Drink All day long, courtesy of welcome Vietnam: https://www.youtube.com/watch?v=cCbKQrpWfe0

YOUNG ADULTS:

Long Live by Taylor Swift, courtesy of Taylor Swift: https://www.youtube.com/watch?v=TI4g93b_5_s

Sweat (a la la la la long) by Inner Circle: https://www.youtube.com/watch?v=Fwgus_c1zGw

How Long by Charlie Puth, courtesy of Charlie Puth: https://www.youtube.com/watch?v=CwfoyVa980U

How Long by Eagles, courtesy of Eagles Vevo: https://www.youtube.com/watch?v=LmW5McLF-Uk

STRUCTURED ACTIVITIES

Adults can explicitly teach students what long means and take them outside with yardsticks and chalk to draw a long line on the playground.

ART OR SCIENCE ACTIVITIES

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Students can draw a long racetrack using construction paper, pencils, markers, and any other available art supplies. Students can then use a toy car and race it along the long track and time how long it takes!

USE OF APPS OR OTHER TECHNOLOGY

Tarheel reader: Users can create books about things that are long and short and learn about the difference between the two words. They can identify different objects that are long and short.

WORD WALL: Create a WordWall and add ‘long’ to the list.

READING and the Word Wall: Sound out the letters together. Have the students find the word on the AAC system.

WRITING and the Word Wall: Using a pencil or alternative pencil, have students try to type the word on the keyboard or write the word together.

Choosing Words for the Classroom Word Wall with Dr Caroline Musselwhite Video Courtesy of Edmonton Regional Learning Consortium For specific questions or more ideas regarding this core word Activity Sheet, please contact Alisa Lego on Instagram @newfriendscollective or Beth Lytle @blytle@mail.sfsu.edu Thank you!

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CORE WORD: Short

For Educators, Related Service Providers and Parents

PRESUMING COMPETENCE

The act and practice of Presuming Competence has been referred to as the least dangerous assumption, (Anne Donnellan, 1984) and applying this ‘mindset’ may be highly beneficial when selecting and implementing an AAC system for the individuals with whom we work. As parents, educators, therapists, and others, we all want our students to be able to say, ‘whatever they want, however they want, whenever they want,’ and once a student is exposed to and provided with a robust communication system it can provide them with opportunities to learn and use a rich core and fringe vocabulary to express themselves using a wide array of communication functions. Communication is a human right and we are in a position to open up their access to words that have power. When we Presume Competence, we believe everyone can learn.

WAYS WE CAN USE THE WORD

COMMENT: (e.g., this is a short line)

ASK A QUESTION: (e.g., is this short?)

NEGATE: (e.g., it is not short)

SHARE INFORMATION: (e.g., I am short)

ROUTINES AND SCHEDULES

Circle: Students can indicate that they want to only share for a short amount of time during circle time.

Recess: Students can indicate they want to take a turn with an object another student has for a short amount of time.

PLAY

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During imaginative play, students can pretend to be hair stylists and pretend to cut each other's hair short.

READING

Here are some suggested books on YouTube that can assist in teaching the core word:

The Short Giraffe by Neil Flory, courtesy of Storytime Train: https://www.youtube.com/watch?v=oy691g5yRE4

This book is about Geri the giraffe who is the shortest giraffe ever! The Giraffes are all going to take a photo but Geri doesn’t want to be cut out of the photo because of how short he is. The giraffes do everything they can to make Geri taller, but nothing is working. A caterpillar comes by and gives them some advice that makes all the difference!

Lady Pancake and Sir French Toast, Short & Sweet by Josh Funk, courtesy of Miss B: https://www.youtube.com/watch?v=l0CWPf-18-k

Lady Pancake and Sir French Toast are getting ready to host a tea party. They are hoping to make the tea party short and sweet so that nothing goes stale!

SOCIAL INTERACTIONS AND VIDEO MODELING

While waiting for a turn on the playground, students can comment on how short the line is and that they don’t have to wait for a long time.

SENSORY MOTOR

Students can go down a short slide or hang from the monkey bars for a short amount of time to pair a sensory motor component to the meaning of this new word.

VIDEOS, MUSIC, ANIMATED SHORTS

Long, Short opposites song by Dream English Kids, courtesy of Dream English Kids: https://www.youtube.com/watch?v=pe7nVxkqSmI

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Long and Short by Harry the Bunny, courtesy of BabyFirst Learn Colors, ABCs, Rhymes & More: https://www.youtube.com/watch?v=8zEBPr_x-ig

Short vowel i courtesy of English4abc: https://www.youtube.com/watch?v=ZY1ZRuEcah4

YOUNG ADULTS:

Long story short by Taylor Swift, courtesy of Taylor Swift: https://www.youtube.com/watch?v=rqQHa2HcGtM

Short Song by Rob Scallon, courtesy of Rob Scallon: https://www.youtube.com/watch?v=I_7yFoa0Alc

Short song by Real Friends, courtesy of real friends: https://www.youtube.com/watch?v=4gs8wRfzLr4

STRUCTURED ACTIVITIES

Adults can explicitly teach students what short means and take them outside with rulers and chalk to draw a short line on the playground. Students and adults can also go around the playground or classroom and identify objects that are shorter than them.

ART OR SCIENCE ACTIVITIES

Using construction paper, colored pencils, stickers, and any other available art supplies students can draw a garden scene but make everything short, short trees, short flowers, short grass, etc..

USE OF APPS OR OTHER TECHNOLOGY

Tarheel reader: Users can create books about things that are long and short and learn about the difference between the two words. They can identify different objects that are long and short.

WORD WALL: Create a WordWall and add ‘short’ to the list.

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READING and the Word Wall: Sound out the letters together. Have the students find the word on the AAC system.

WRITING and the Word Wall: Using a pencil or alternative pencil, have students try to type the word on the keyboard or write the word together.

Choosing Words for the Classroom Word Wall with Dr Caroline Musselwhite Video Courtesy of Edmonton Regional Learning Consortium For specific questions or more ideas regarding this core word Activity Sheet, please contact Alisa Lego on Instagram @newfriendscollective or Beth Lytle @blytle@mail.sfsu.edu Thank you!